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International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 282
Influence of Female Teachers on Girls Performance
in Biology in KCSE In Public Secondary Schools in
Borabu Sub County, Nyamira County, Kenya Dr. George K B M Sagwe, Phd
Educational Administration And Policies Management, Borabu Teachers Training College, Kenya
Abstract:- Globally one single factor that decides the destiny of a
nation is the quality of education that its citizens get. The process
of education revolves around the teacher and the student. For
ages, the teacher-student relationship has been perceived by our
forefathers to have a direct impact on the learner’s performance.
This study aimed at finding find out the influence of female
teachers on girls’ performance in biology in KCSE in public
secondary schools in Borabu Sub County. Generally, the study
sought: to find out the influence of the biology teacher’ physical
characteristics on girl performance in biology, to establish the
influence of biology teachers teaching methodology on girl
performance in biology and to investigate personal factors
female students view in biology teachers that influences their
performance in biology in Borabu Sub county. The study
employed descriptive research design with both qualitative and
quantitative research approaches. Data was collected from 104
respondents using a semi-structured questionnaire.
The population comprised of female students, and female biology
teachers in public secondary schools in this area. The study
targeted 20 secondary schools in the sub county. Out of the 20
schools two were purely girls’ schools and the rest were mixed
schools. This research considered a sample size of 8 schools
representing 40% of the entire population (20 schools a sample
size of the study was 120 students and 20 teachers. This sample
size was arrived at according to Toro Yamane’s Formula (1970).
From the findings, majority of the respondents agreed that
teacher pay attention in explaining details in a topic. Basing on
the findings, the study concluded that female teachers influence
girls performance in biology in KCSE in public secondary
schools in Borabu Sub county and therefore there is need to
employ more so as to improve girls performance in biology. The
study recommends that the government through the Ministry of
Education should employ more biology female teachers in order
to encourage girls to work hard in the subject and do better in it
and Parents should encourage their daughters to take biology
and other sciences at school and consult their teachers in order to
encourage them to do well in the subject.
Key words:- Biology, Borabu, Sub County, performance,
public school, gender, stereotype, grooming, motivation
I. INTRODUCTION
1.0 Background of the study
Globally one single factor that decides the destiny of a nation
is the quality of education that its citizens get (Mpuchane,
2011). The process of education revolves around the teacher
and the student. For ages, the teacher-student relationship has
been perceived by our forefathers to have a direct impact on
the learner’s performance (Mpuchane, 2011). The teacher is
viewed as the ultimate source of knowledge as the student
learns in the most trying environment because of his/her
devotion and spirit of enquiry. Despite what the learner goes
through, education is viewed by nations as the foundation for
development and prosperity.
Recent surveys show that women receive 54 percent of all
Bachelor’s degrees in the United States but only 30 percent of
natural science and engineering degrees and 16 percent of
physics degrees. These figures somewhat parallel the statistics
of UNC (University of Northern Carolina) women graduates.
According to the UNC Office of Institutional Research
(1994), 43 percent of degree recipients in chemistry were
women; 19 percent of degree recipients in physics were
women; and 57 percent of degree recipients in biology were
women. In the field of biology, women appear to be achieving
parity with men but in chemistry and physics, women
continued to be under-represented, particularly when one
considers that women constitute more than half of the UNC
students’ body (58.5 percent) (Hartmann Petersen, 2005).
Female Education in Mathematics and sciences in Africa
(FEMSA) is a Non-governmental organization that studies
women performance in sciences. It found evidence of poor
performance by girls in science, mathematics and technical
subjects in four Africans countries that were under its study.
They included: Uganda, Cameroon, Ghana and Tanzania.
(Holmund & Sund: 2005).
According to the report from the ministry of education which
was read by Professor Ongeri in 2009 KCSE results showed
that the boys literally took the ten top slots nationally. Out of
the top 100 positions there were only 27 girls. And so to an
observer, it was a dismal performance for girls. Despite drop
in overall students’ performance in sciences and mathematics
girls still lag behind their male counterparts in these subjects.
According to Nyamira County examination council report of
2013 shows out of 4328 students who registered for KCSE
Examination the boys took the first national slots in science
subjects like biology, chemistry and physics, out of the 248
students who scored ”A” grades in biology there was only 52
girls students and the rest were boys. In Borabu Sub County
the 2013 K C S E Examination result was not different, the
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 283
performance of boys was better when compared to the
performance of girls students in science subjects like biology.
This is the reason why the research wants to do the research to
find out if there is any influence of female teachers on girls’
performance in biology KCSE exams in public secondary
schools in Borabu Sub County, Nyamira County Kenya.
1.1 Statement of the Problem
In spite of the efforts the government of Kenya has put in
place to boost the girl-child performance in sciences,
mathematics and technology (SMT) subjects in order to
eliminate gender disparities and enhance gender equity and
equality in education, there is still gender imbalance in
performance. According to the then Minister for Education,
Prof. Sam Ongeri, while releasing the Kenya Certificate of
Secondary Education (KCSE) results of 2009 (Daily Nation,
3rd march 2009) gender imbalance still exists in performance.
He mentioned that the performance of girls in Biology was
poorer than that of boys. Researchers have proposed that if
female teachers are brought in to teach the girls, the girls can
improve in performance in the sciences. The purpose of this
study was to establish the influence of female teachers on
girls’ performance in biology in public secondary schools.
This is because female teachers as part of the teaching force
share similar characteristics with the girl-child and have the
caring semblance of a mother.
1.2 Research Questions
I. How do female biology teachers’ personal
characteristics influencing girls’ performance in
biology in Borabu Sub County?
II. How do female biology teachers’ physical
characteristics influence girls’ performance in
Biology in Borabu Sub County?
III. What female biology teachers’ teaching methodology
influence girls’ performance in Biology in Borabu
Sub County?
1.3 General Objectives
To find out the influence of female teachers on girls’
performance in biology in KCSE in public secondary schools
in Borabu Sub County, Nyamira County Kenya
1.3.1 Specific objectives
I. To find out the influence of the female biology
teacher’ personal characteristics on girl performance
in biology in Borabu Sub county.
II. To establish the influence of female biology
teachers’ physical characteristics on girl performance
in biology in Borabu Sub county.
III. To investigate the influence of female biology
teachers’ teaching methodology on girls’
performance in biology in Borabu Sub county.
1.3.2 Hypothesis
There is no significant relationship between female teachers’
influence and girls’ performance in biology in KCSE in
Borabu Sub County.
1.4 Scope of the Study
The study focused on the influence of female teachers on the
girls’ performance in biology in all public secondary schools
in Borabu Sub county, Nyamira County, Kenya. The division
is found in Masaba south district which is found in Nyamira
County. It is bordered by 3 divisions namely Masimba,
Keumbu, and Nyamache. The study dealt with selected public
secondary schools in Borabu Sub county. It further confined
itself to female students who were the interest of the study.
The performance of the girls in sciences was of great concern.
The study also assessed the influence of biology female
teachers on girls’ performance in biology between January
and November 2017.
1.5 Significance of the Study
The study will help the schools to improve their teaching
techniques on the way toward better performance in the
subject based on research. The study will benefit teachers and
school administration by getting to know methods in teaching
biology for the of improving the academic performance in the
subject.
The study will also benefit the ministry of as policy makers
to set better policies which may lead to improvement on girls
academic performance in biology. The study will also be
used as reference by other researchers who will be doing
research on related topic.
1..6 Conceptual Framework
Conceptual frame showing the influence of a female teacher
on girls’ performance in biology KSCE exams in selected
secondary schools in Borabu Sub county.
Independent Variables Dependent Variables
Figure 1: Conceptual framework
1.7 Operational Definition of Terms
Gender: This refers to the fact of being boy or girl.
Female Biology
Teacher
Personality
Physical appearance
and grooming
Teaching
methodology
Girls performance
in biology in
KCSE
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 284
Stereotypes: This is a fixed idea or image that many people
have of a particular type of a person but which is not often
true in reality.
Personality: Is the sum total of ones attributes.
Physical appearance: This is ones outlook.
Teaching methodology: Ways of imparting knowledge
Grooming: Is to look clean, neat and pleasing in appearance
Motivation: arousing the interest/sustaining the interest in
doing a given activity.
II. LITERATURE REVIEW
2.1 Introduction
This chapter introduces us to what other writers have written
in books, newspapers, journals, magazines and reports on the
influence of female teachers on girls’ performance in biology
kcse exams in public secondary schools. The variable
investigated is girls’ education, gender stereotypes and self
concept.
2.2 The Influence of the Female Teacher on the Girls’
Performance in Sciences
The influence of the teacher’s gender on type of career choice
by females is unclear due to some conflicting reports in the
literature review. Some studies indicate that female teachers
have an influence on female students while others state that
the teachers’ gender is not an influence. However, there is
some evidence that female students relate better to female
teachers (Davis & Humphrey, 1985).
According to a research by Bender (2005), it is unclear
whether the gender of the science teacher influences female
students’ career aspirations. All the same, her findings
revealed that students talked more about female science
teachers than male science teachers. Since the male teachers
were 75 to 100 percent of students’ high school mathematics
and science teachers, it seemed likely that male science
teachers should have been mentioned more than female
science teachers. The students who were interviewed
indicated that they preferred the type of teaching strategies
that female teachers tend to use, hence suggesting a liking for
the female teachers and a likelihood of them influencing the
female students more than the male teachers.
Increasing evidence also shows that the gender gap in school
performance is closing in on Mathematics and Science
(Holmund & Sund: 2005). One of the possible reasons for this
is where teachers are role models for students. If students
identify themselves more with same sex role models, it is
possible that performance will be enhanced when students
have a teacher of their own gender (Holmund & Sund: 2005).
Hartmann –Petersen (2005) says that no society can afford to
exclude women from gaining full access to higher education,
even though they are handicapped by family responsibilities,
financial exploitation and sexism. He suggests that an answer
to this problem could be to get more female science teachers
who may influence female students in secondary schools and
that female scientists should be paid same salary as male
scientists.
Wasanga (2004) investigated attitudes towards various aspects
of science and also attempted to identify the factors leading to
the attitudes held by the female students. The study found that
both male and female students have moderately positive
attitudes towards science. However, he found differences in
two aspects. Perception of science as a male domain and that
the sex of the science teachers had more positive attitudes on
all aspects of science. He recommends that efforts should be
made to increase the number of female teachers.
To curb it all, one Kenyatta University female student Bed
(Science) in Lenga & Mwanyky (2004), had this to say about
her experiences in chemistry while she was in secondary
school:
In my first year (in secondary school), my stream had
a wonderful female chemistry teacher, who really had a way
of motivating us to like the subject. She was always so calm
and confident as she taught us a great deal in whatever
demonstrations she did and also encouraged us to participate
in the small group practical’s
She goes ahead to explain that second term brought them a
rather contrasting experience. They received a harsh male
chemistry teacher who almost destroyed their good attitude
towards chemistry. He instilled a lot of fear in them and by the
end of the term; they wondered if what they were doing was
the chemistry that they had so much enjoyed earlier.
All the above arguments suggest that indeed female
science teachers can influence the girls more positively in
science performance than the male science teachers. As a
result of this, the researcher seeks to find out if indeed it is
true that the female science teacher does influence girl taking
science to perform better in the science subject they study.
2.3 Girls Education
Over centuries, education of girls has been at stake.
This situation is challenging when thought in the light of
education being one single factor that decides the destiny of a
nation. In a traditional African context, educating a daughter
is likened to watering someone else’s lawn. This is because
they are widely understood to benefit the family that she
marries into. When poverty faces a family to make a choice
between sending a son and a daughter to school, they
frequently choose to educate a son. Such trends have dogged
girls’ education in many parts of Africa and the world. With
the rise of Women Rights Movements, Children’s rights,
Gender Equity, Education for All and world targets like the
Millennium Development Goals have brought all human on
board to work together as equal partners in all spheres.
However despite these efforts, it is clear that there is
a gender gap in performance and representation between male
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 285
and female. Males and females are not equal in every
educational outcome. In some areas, females do better than
males and in some other areas, males do better than females.
Females lag behind males in two academic areas –
mathematics and science achievement
(Library.unesco.iicba.org/Eng./SE…).
Findings by FEMSA in their phase II project evaluation
revealed a gender problem which constantly worked against
the positive image of girls and an in depth analysis showed
that problems girls face may lie in the hands of people beyond
girls.
2.4 Gender stereotypes
Gender refers to the fact of being male or female
(Krystal, 1976). Stereotypes are fixed ideas or images that
many people have of a particular type of person which are not
true in most cases. The two terms are used in this research to
refer to certain fixed ideas that people have of the female in
the society which are not true in reality.
Gender stereotypes are presented to citizens of
modern society in a variety of situations each day and vary
from the obvious to the very subtle. As one of the most
prominent symptoms related to the gender gaps in science and
mathematics belief, stereotypes should be investigated. These
stereotypes can be presented and reinforced by parents or
classmates but are difficult to erase once established.
Stereotypes can additionally have negative impacts on girls’
education when an administration reduces academic
requirement in response to stereotype. As shown by Lanken &
Dekkers (2006) it is true that parents contribute to the
stereotypes that lead to lesser girl performance in science and
mathematics than the boys. They report that boys are given
more spatial and scientific toys rather than dolls which girls
are brought for.
Some research studies have implicated early interest
in science as key factor in pursuing science, mathematics or
technology related careers (Phipps, A 2007). This favors the
boys rather than the girls. As reported by Lanken & Dekkers
(2006), young girls engage in more fantasy and creative plays
while boys choose constructive plays like building cars. This
gives the boys an early opportunity to develop minds that
grasp science concepts than girls. Again, while at home, girls
help the mothers in carrying out domestic duties while boys
go for the fathers’ do-it-yourself duties, which encourage
discovery. This adds to the advantage that boys have over the
girls.
Stereotypes are also compounded by the expectations
of parents later in life. For parents, stereotypes are so
engrained that they may consciously or unconsciously hold
different expectations for their children depending on gender.
The influence of the mother’s support was not found to be
significant in a study concerning factors affecting pursuit of a
technology-related career. However, the support of the father
was found to be a key factor in this choice (Adya & Kaiser,
2005).
Level of parental education is also related to the
expectations of girls in science. A 2006 study showed that
parental education level was a predictor of science grades and
activities of girls. The authors speculated that this might be
due to “differential expectations” of more educated parents
who expect boys to take science courses but allow girls more
freedom to choose whether or not to take science courses
(Simpkins & Eccles, 2005).
The African traditional culture has stereotyped girls
and women by creating a traditional societal picture which
portrays them as shy, docile and lacking in creativity,
intelligence and a sense of adventure. As a result, their
opinions are not important (Daily Nation, 1999). This is
argued by Dr. Esther Mwangi who is a former university of
Nairobi lecturer. She goes ahead to argue that since science
requires an inquisitive mind, creativity and coming up with
solutions, this stereotyping of girls and women has affected
them negatively. When formal education was introduced,
teachers and parents thought the girls were incapable of
learning the sciences. Many girls accepted this theory and
therefore found sciences difficult. This has been propagated to
this date.
Once stereotypes have been established they are
difficult to erase. A recent study showed that girls who were
more likely to endorse the stereotype of girls being bad at
math and science also evaluated themselves more negatively
than girls who did not endorse the stereotype. In the same
study, researchers found that girls who held the stereotype
were more resistant to either negative self-valuations or
desires to pursue a science career (Selimbegovic & Chartard,
2007). Believing in stereotypes is clearly a counterproductive
characteristic when it comes to increasing girls’ success in
science because it makes them more resistant to change.
Unfortunately, stereotypes can have negative effects
on the quality of girls’ education when administrators decide
to lower science requirements in response to low performance.
Often, school systems present students with two paths of
science requirements, and if a student has had previous
negative experience with science (as girls often do) they will
choose the path with the lowest science requirements. Because
girls are often subjected to stereotypes and negative
experiences they might be inclined to choose the path of least
resistance. Studies show, however, that girls are becoming
even with boys in the number of science classes taken,
possibly due to college aspirations (Simpkins and Davies-
Kean, 2005). Although it may seem counterintuitive, raising
the standards that girls are expected to meet might actually
lessen their beliefs in stereotypes if they see themselves
succeeding.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 286
2.5 Self-concept
A second symptom of the gender gap in science
education is that girls lack science self-confidence, which
translates to loss of interest in science later in school. Dreda
(1998) notes that it is males who assert themselves while
females remain passive. This fact has been demonstrated in
class where boys are the ones who perform experiments while
girls only look on. This makes the boys develop confidence in
the sciences as belonging to the boys. It also makes girls
internalize beliefs, attitudes and expectations which finally
lead to under-achievement in performing them.
Attitudes do play a great role in eroding girls’ self-
confidence in mathematics and the science. Mohammed and
Kwamboka (Kenya Times, 1999) reports that it is deep down
in the minds of many girls that sciences are subjects
specialized for boys and therefore, a hard task for them to
perform well. Such claims are given credence by Eshiwani
(1984), (Dr. Mwangi, Daily Nation 1999) and FEMSA
(No.7). FEMSA (No.7) also reveals that most of the girls have
negative attitudes towards sciences, mathematics and
technology due to negative comments and/or severe beatings
by either parents or teachers, which leads the girls to suffer
low self-esteem and lack of self-confidence in facing
challenges in those subjects.
A study by Klahar, Triona and Williams (2006)
demonstrated the tendency of girls to under estimate their
abilities, signifying low self-confidence in relation to a
science laboratory activity. Both boys’ and girls’ confidence,
level increased as a result of a science laboratory activity. The
respective levels of absolute level of confidence however,
were significantly lower for girls than for boys, both before
and after the laboratory activity. The most interesting part of
this study was that while the girls and boys did not differ
significantly in the amount of effort shown in the laboratory,
the girls did not gain the same amount of confidence from a
relatively similar amount of effort. This demonstrated that
surmounting the initial lower confidence level of girls in
relation to boys is not a matter of trying to increase the effort
put forth by girls, rather that the solution must come by
increasing the overall initial confidence level.
Another study by Britner and Pajares, (2006)
investigating the unreasonably low science self-confidence of
girls, even when their achievement scores were higher,
produced particularly startling results. Although the girls in
the sample for the study they did had higher science grades,
they still only maintained equal self-confidence with the boys.
Despite their higher grades, girls reported higher levels of
science-related anxiety and physiological stress but lower
levels of mastery experiences. This is disturbing because it
shows that even when they are performing at the same or
higher levels than their male peers, girls are still less confident
in their abilities. This suggests some underlying problem with
the perception of the subject as a whole.
III. METHODOLOGY
3.1 Introduction
This chapter presents a detailed description of the
research methodology or procedures to be followed to achieve
the research objectives. It will include a description of the
locale of the study, research design, study population, sample
technique, target population, sample size, methods of data
collection, research instrument, validity and reliability of
instruments.
3.2 Locale of the Study
This research study was carried out in Borabu Sub
County in Masaba south District of Nyamira County in
Nyanza Province. Borabu Sub County borders Gucha and
Kisii central districts to the west and Borabu district to the
North West. The reason for choosing Borabu Sub County for
the research was because the area is familiar to the researcher
and being a stakeholder in this research contributed to the
improving of the performance of the girl child in the division
in science related subjects.
3.3 Research Design
The study used descriptive and correlation research
designs with both qualitative and quantitative methods. The
descriptive research design was adopted since it illustrated the
information on the existing conditions. Descriptive also
described the findings on the variables in relation to the
respondents like teachers. The correlation design determined
the relationship between the influence of female teachers and
girls performance in biology KCSE exams. Qualitative
approach was used because of its unique features of allowing
the researcher to get closer to the respondents and situation for
an in-depth inquiry into the phenomena under investigation.
Quantitative was used to summarize the data collected in form
of tables, frequency and percentages for better understanding.
3.4 Study Population
The population under study comprised of female
students, and female biology teachers in public secondary
schools in this area.
3.5 Target Population
The study targeted 20 secondary schools in the
division. Out of the 20 schools two were purely girls’ schools
and the rest were mixed schools.
3.6 Sample Size
How large a sample size should be and its ability to
represent the entire population from where it was drawn is
addressed in this section. This research considered a sample
size of 8 schools representing 40% of the entire population
(20 schools a sample size of the study was 120 students and
20 teachers. This sample size was arrived at according to Toro
Yamane’s Formula (1970)
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 287
Where,
N=population,
n=total sample size,
e=desired margin of error (0.05)
Therefore,
n= 104
The sample size for the study was 104, and was
distributed basing on the number of respondents per school.
However, the researcher used 90 students and 14 teachers for
the study.
Table1: The Sample Size
Type of School
No. of
Schools Sample size
Schools Teachers students
Pure Girls 2 2 4 20
Mixed Schools 18 6 10 70
Total 20 8 14 90
Sampling Procedure
Sampling is the act, process or technique of selecting
a suitable sample or a representative part of a population for
the purpose of determining parameters or characteristics of a
whole population. The study employed purposive sampling
technique in which the researcher selects samples based on a
certain purpose. This sampling technique helped to increase
utility of findings. Purposive sampling was used to sample
eight public secondary schools out of the 20 in Borabu Sub
county. The only two girl schools in the division were
automatically sampled. All the sampled respondents were
expected to participate in the study since the researcher was
involved in the distribution of the questionnaire and the
collection of them personally.
Methods of data Collection
Data collection was done though self-administered
questionnaires with both close-end and open-end questions.
The researcher preferred questionnaire method because it
increased the chance of getting valid data. Since the responses
were written down at the respondents convenience.
Research Instrument
The researcher used self-administered questionnaires
of two types.
The first questionnaire titled: Biology Girls’ Female
Teacher influence questionnaire (BGFTIQ) was for the girls
and the second one titled: Teachers’ Biology Female teachers
influence questionnaire (TBFTIQ) was for both female and
male teachers. The self-administered questionnaires were
constructed in such a way that it has 3 sections. Section A:
biographical data of the respondent. Section B sought
information in line with the research questions. The
respondents were required to answer the questions using a
scale of five anchors as follows: (5) strongly Agree (4) Agree
(3) Don’t Know (2) Disagree and (1) strongly Disagree. The
last section (Section C) was for suggestions.
Pretest: The instruments of data collection needed to be tested
before they were administered to the respondents. Pre-testing
of these tools was done in the neighboring Masimba divisions
where two schools were selected that bear the same
characteristics as those in question. Same procedures as those
the researcher intended to use in the real research were used. 4
teachers and 16 students were used totaling to 20 respondents.
A retest of the instruments was done after one week on the
same pilot sample. This piloting helped to identify
deficiencies in the questionnaire like sufficient space,
clustered questions, unclear question and wrong paraphrasing
(Bryman: 2008).
The respondents were asked to make suggestions on
the clarity of questions, their flow, content relevance and time
taken to answer questions
Reliability
According to Frankel and Wallen (2003), and
Mugenda & Mugenda (2003), reliability of an instrument
refers to the yielding of consistent results after repeated trials.
Frankel and Wallen (2003) further state that reliability gave
the researcher confidence that the results actually represent
the responses of the individuals involved in the study.
The study instrument was found reliable when the researcher
found out how dependable, stable, predictable and accurate
the instrument was. Therefore, the pretest was done on 20
respondents, 4 teachers and 16 students respectively. Through
use of S.P.S.S. the reliability will be judged in determining the
coefficient of reliability. The study reliability of 0.70 and
above was considered and reliable after pretest of 20
respondents.
Validity of the Instrument
The instruments were validated using content
validity where content validity refers to the content and format
of the instrument. It aimed at finding out if the content is
appropriate. Whether the sample questions adequately
represented the content to be assessed and whether the format
was appropriate (Frankel and Wallen, 2003)
Assessing the content validity was done by the researcher’s
supervisor and research expert. Appropriate judgment to
improve on clarity, relevance, and comprehensiveness of the
questionnaire was made before the supervisors’ approval.
Comprehensiveness of the standardized test was made before
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 288
the supervisor’s approval. The content validity was computed
using the formula;
If the C.V.I value got was 0.70 and above, then the
instrument was termed valid item.
Data Collection
To ensure acceptability in the field the researcher got
an introductory letter from the school of education, Mount
Kenya University, which was taken to the place where the
study was conducted to seek permission and report building.
After the permission was granted by both the division officer
and schools principal of the sampled schools, the researcher
made official appointments for a day of visit and data
collection exercise.
Data Processing
Data processing gives meaning to the collected data.
The gathered data was validated, edited and the coded. In the
validation process, the questionnaire was checked to
determine whether an accurate of acceptable sample was
obtained in terms of proportions of issued questionnaires. The
data was processed as follows.
Editing
Editing was very vital in this study because it enhanced
accurate and complete gathering and recording of data.
This was done by continuously examining the raw data
given in the questionnaire by the respondents. Through
field editing the researcher checked through the
questionnaire immediately it was returned and it was done
on an assumption that the data was accurate and constant
with facts that were gathered and uniformly centered.
Coding
Coding involved assigning symbols to answers so that
responses were put into limited number of categories
according to similar themes. Categories were assigned
to the various items in the questionnaire and coding frames
were made. This was for both quantitative and
qualitative data and it was analyzed using the S.P.S.S.
Codes were used to enter data into the computer for analysis.
Tabulation
This was done by arranging in some kind of concise and
logical order for the purpose of statistical analysis. It was
done by the researcher with the help of satisfaction
after sorting out the data and knowing the number. This
helped to analyze the findings from quantitative and
qualitative data.
Data Analysis
Data in section A was generated into frequency
distribution tables and percentages to establish the number of
respondents with their listed personal characteristics of age,
gender and teaching experience. Section B was analyzed using
the scale of 5 anchors, ranging from 5(highly positive) to
1(highly negative). These were done using the Statistical
Package for Social Science (SPSS) software
IV. RESULTS AND DISCUSSIONS
4.1 Introduction
This study aimed at finding find out the influence of
female teachers on girls performance in biology in KCSE in
public secondary schools in Borabu Sub County, Nyamira
County Kenya. Specifically, the study sought to: To find out
the influence of the biology teacher’ physical characteristics
on girl performance in biology in Borabu Sub county, to
establish the influence of biology teachers teaching
methodology on girl performance in biology in Borabu Sub
county and to investigate personal factors female students
view in biology teachers that influences their performance in
biology in Borabu Sub county, Nyamira County Kenya.
Data was collected from 90 student respondents and
14 teacher respondents currently teaching in public secondary
schools in Borabu Sub County, Nyamira County Kenya. The
findings of the study are presented, discussed and analyzed in
line with the study objectives. Data attained was presented in
the frequency, percentage and tabulation tables from which
conclusions were drawn.
4.2 Socio-Demographic Characteristics
The study sought demographic data of the
respondents including Age, Parent employment, Nature of
school, Sex of biology teacher and Majority of Biology
Teachers. The study was carried out in in public secondary
schools in Borabu Sub county, Nyamira County Kenya. The
study was conducted on 90 students and 14 teachers.
Table 2: Demographic characteristics of the students
Characteristics Frequency Percent %
Age
12-14 years 34 37.8
15-17 years 36 40.0
18-20 years 20 22.2
Parent employment Mum 36 40.0
Dad 54 60.0
Nature of school Girls 22 24.4
Mixed 68 75.6
Sex of biology teacher Female 54 60.0
Male 36 30.0
Majority of Biology
Teachers
Females 40 44.4
Males 28 31.1
Both 22 24.4
n=90
Table 2 reveals the study findings on the
demographic characteristics of the respondents who
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 289
participated in the study. The study established that those who
were 12-14 year 34(37.8%), those between 15-17 years were
36(40.0%) while those between 18-20 years were 20(22.2%).
The findings reviled that majority of the respondent were
those between 15-17 years 36(40.0%) and therefore their
views dominates the study. Regarding the employment of the
respondents’ parents, the findings reviled that employed
mums were 36(40.0%) while dads were 54(60.0%). The
findings show that dads were the majority of employed
parents and therefore their views dominate the study.
Regarding the nature of the school, the findings
shows that 68(75.6%) of the respondents were in mixed
school while 22(24.4%) of the respondents were in girls
school. The findings show that majority were in mixed school.
On the other hand, regarding the sex of biology teacher, the
findings reviled that majority of the biology teachers were
female teachers 54(60.0%) while male teachers were
36(40.0%) and therefore majority of biology teachers were
female and therefore their views dominates the study.
Moreover, regarding the majority of biology
teachers, from the findings, female teacher were the majority
40(44.4%) followed by male teachers 28(31.1%) while both
sexes were 22(24.4%). The study reviles that majority of
biology teachers were female and therefore they dominate the
study.
4.3 Biology Teacher’ Personal Characteristics and Girl
Performance in Biology
The first objective was to find out the influence of
the biology teacher’ physical characteristics on girls’
performance in biology in Borabu Sub County. Students were
asked to respond to biology teacher’s physical characteristics
influence on their performance in biology and they gave
varying responses towards the same. The results are shown
and subsequently discussed table 3.
Table 3: Biology Teacher’ Personal Characteristics and Girl Performance in
Biology
Effect of Peer Group SA A DN D SD
Teacher pays attention in explaining details in a topic
29 (32.2%)
25 (27.8%)
15 (17.7%)
12 (13.3%)
9 (10.0%)
Teacher ensures that I do my
biology assignment in an orderly way
27
(30.0%)
23
(25.6%)
16
(17.8%)
13
(14.4%)
11
(12.2%)
Teacher shows interest in
me and my work
25
(27.8%)
27
(30.0%)
10
(11.1%)
15
(17.7%)
13
(14.4%)
Teacher understands my
feelings
26
(28.9%)
28
(31.1%)
8
(8.8%)
16
(17.8%)
12
(13.3%)
Teacher has a soft heart on me
29 (32.2%)
25 (27.8%)
15 (17.7%)
12 (13.3%)
9 (10.0%)
Teacher takes time with me
(student)
25
(27.8%)
27
(30.0%)
10
(11.1%)
15
(17.7%)
13
(14.4%)
Teacher does not get
irritated easily
27
(30.0%)
23
(25.6%)
16
(17.8%)
13
(14.4%)
11
(12.2%)
n=90
From the findings, 54(60.0%) respondents agreed
that teacher pays attention in explaining details in a topic,
15(17.7%) don’t know that teacher pays attention in
explaining details in a topic, while 21(23.3%) disagreed that
teacher pays attention in explaining details in a topic. On the
same note, 52(55.6%) respondents agreed that teacher ensures
that they do their biology assignment in an orderly way,
16(17.8%) don’t know, while 24(26.6%) disagreed that that
teacher ensures that they do their biology assignment in an
orderly way.
Moreover, 52(55.6%) respondents agreed that the
teacher shows interest in them and their work, 10(11.1%)
don’t know, while 28(32.1%) disagreed that the teacher shows
interest in them and their work. On whether teacher
understands their feelings, 54(60.0%) disagreed, 15(17.7%)
don’t know whether teacher understands their feelings, while
21(23.3%) disagreed that teacher understands their feelings.
The findings are in line with the literature according
to a research by Bender (2005), it is unclear whether the
gender of the science teacher influences female students’
career aspirations. All the same, her findings revealed that
students talked more about female science teachers than male
science teachers.
On the other hand, 54(60.0%) respondents agreed
that the teacher has a soft heart on them, 15(17.7%) don’t
know whether teacher has a soft heart on them, while
21(23.3%) of the respondents disagreed that the teacher has a
soft heart on them. Regarding whether teacher takes time with
them (student), 52(55.6%) respondents agreed, 10(11.1%)
don’t know whether teacher takes time with them, while
28(26.6%) of the respondents disagreed that whether teacher
takes time with them. On the same note, 50(55.6%)
respondents agreed that teacher does not get irritated easily,
16(17.8%) don’t know whether teacher does not get irritated
easily, while 24(32.1%) of the respondents disagreed that
teacher takes time with them
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
4.4 Female Biology Teachers’ Physical Characteristics and
Girl Performance in Biology
The second objective was to establish the influence
of female biology teachers’ physical characteristics on girl
performance in biology in Borabu Sub County. Students were
asked to respond the influence of biology teachers teaching
methodology on girl performance in biology and they gave
varying responses towards the same. The results are shown
and subsequently discussed table 4.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 290
Table 4: Female Biology Teachers’ Physical Characteristics and Girl
Performance in Biology
Effect of Peer
Group SA A DN D SD
Smartly dressed and looking sharp
29(32.2%) 27
(30.0%) 14(15.6%)
11 (12.2%)
9(10.0%)
The style of
walking 27(30.0%)
23
(25.6%) 16(17.8%)
13
(14.4%) 11(12.2%)
The style of
talking 28(31.1%)
27
(30.0%) 10(11.1%)
12
(13.3%) 13(14.4%)
Use of make-ups
(use perfumes,
ointments)
26(28.9%) 28
(31.1%) 8(8.8%)
16 (17.8%)
12(13.3%)
The teachers
hairstyle 29(32.2%)
25
(27.8%) 15(17.7%)
12
(13.3%) 9(10.0%)
n=90
From the findings, 56(60.0%) respondents agreed
that biology teacher is smartly dressed and looking sharp,
14(15.6%) don’t know that biology teacher is smartly dressed
and looking sharp, while 20(22.2%) disagreed that biology
teacher is smartly dressed and looking sharp. On the
same note, 50(55.6%) respondents agreed with teacher
ensures the style of walking, 16(17.8%) don’t know, while
24(26.6%) disagreed that they like teacher style of walking.
Moreover, 50(55.6%) respondents agreed with the teacher
style of talking, 10(11.1%) don’t know whether they like
teacher style of talking, while 25(27.7%) disagreed that they
like teacher style of talking.
The findings are in line with the literature according
to a research by Bender (2005), it is unclear whether the
gender of the science teacher influences female students’
career aspirations. All the same, her findings revealed that
students talked more about female science teachers than male
science teachers.
On whether teacher understands their feelings,
54(60.0%) agreed that they like teacher’s use of make-ups
(use perfumes, ointments), 15(17.7%) don’t know whether
they like teacher’s use of make-ups (use perfumes, ointments),
while 21(23.3%) disagreed that they like teacher’s use of
make-ups (use perfumes, ointments). Moreover, 54(60.0%)
respondents agreed that they like the teachers hairstyle,
15(17.7%) don’t know whether they like the teachers
hairstyle, while 21(23.3%) disagreed that they like the
teachers hairstyle.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
4.5 Female Biology Teachers’ Teaching Methodologies and
Girl Performance in Biology
The third objective was to investigate the influence
of female biology teachers’ teaching methodologies on girls’
performance in biology in Borabu Sub county. Students were
asked to respond to personal factors female students view in
biology teachers that influences their performance in biology
and they gave varying responses towards the same. The
results are shown and subsequently discussed table 5.
Table 5: Biology Teachers Teaching Methodology and Girl Performance in Biology
Great Moderate None
Question and answer method 8(57.1%) 6(42.9%) 0(00.0%)
Explanation of procedures 11(78.6%) 3(27.3%) 0(00.0%)
Giving lesson notes 6(42.9%) 8(31.1%) 0(00.0%)
Engage us in practical work 12(85.7%) 2(27.8%) 0(00.0%)
Lecture us in class 0(00.0%) 5(35.7%) 9(32.2%)
Conduct class discussions 10(71.4%) 4(28.6%) 0(00.0%)
n=14
From the findings, 8(57.1%) of the respondents
agreed that teacher question and answer method is great,
while 6(42.9%) agree it is moderate, while 0(00.0%). On the
same note, 11(78.6%) respondents agreed explanation of
procedures is great, while 3(27.3%) agreed that explanation of
procedures is moderate. Moreover, 6(42.9%) respondents
agreed with the teacher giving lesson notes as great, while
8(31.1%) agreed that teacher giving lesson notes is moderate.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
From the findings, 12(85.7%) agreed that engage
them in practical work is great, while 2(27.8%) agreed that
teacher’s engage them in practical work is moderate. On the
same note, 5(35.7%) respondents agreed with lecture in class
is moderate, while 9(32.2%) agreed that with lecture in class
with none. Moreover, 10(71.4%) respondents agreed with the
conduct of class discussions is great, while 4(28.6%) agreed
that the conduct of class discussions is moderate.
The findings are in line with the literature according
to a research by Bender (2005), it is unclear whether the
gender of the science teacher influences female students’
career aspirations. All the same, her findings revealed that
students talked more about female science teachers than male
science teachers.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 291
4.6 Socio-Demographic Characteristics of Teachers
The study sought demographic data of the
respondents including Age, Parent employment, Nature of
school, Sex of biology teacher and Majority of Biology
Teachers. The study was carried out in in public secondary
schools in Borabu Sub County, Nyamira County Kenya. The
study was conducted on 90 students and 14 teachers.
Table 6: Demographic characteristics of the respondents
Characteristics Frequency Percent %
Age
25-30 years 3 21.4
31-35 years 5 35.7
36-40 years 2 14.3
41-45 years 2 14.3
46-50 years 1 7.1
51 and above 1 7.1
Teaching experience
1-4 years 3 21.4
5-8 years 5 35.7
9-12 years 4 28.6
Above 17 years
3 21.4
Nature of school Girls 9 64.3
Mixed 5 35.7
Majority of
Biology Teachers
Females 6 42.9
Males 5 35.7
Both 3 21.4
n=14
Table 6 reveals the study findings on the
demographic characteristics of the teachers who participated
in the study. The study established that those who were 25-30
year 3(21.4%), those between 31-35 years were 5(35.7%),
those between 36-40 years were 2(14.3%), those between 41-
45 years were 2(14.3%), those between 46-50 years were
1(7.1%) while those between 51 and above years were
1(7.1%). The findings show that those between 31-35 years
were the majority and therefore their views dominate the
study.
Regarding the teaching experience, the findings
shows that those with 1-4 teaching experience were 3(21.4%),
5-8 years of experience were 5(35.7%), those with 9-12
teaching experience were 4(28.6%), while those 17 and above
teaching experience were 3(21.4%). The findings show that
majority the teachers respondents had 5-8 years of teaching
experience 5(35.7%) and therefore their views dominates the
study.
Moreover, regarding the nature of school (girls or
mixed), from the findings, majority of the respondent were in
a girls school 9(64.3%) followed by mixed with 5(35.7%).
The study reviles that majority of biology teachers were from
girls’ school and therefore they dominate the study. On the
other hand, the study findings shows that majority of the
biology teachers 6(42.9%) are females, 5(35.7%) are males
while (21.4%) are both sexes. This shows that majority of the
biology teachers are females.
4.7 Personal Characteristics of the Biology Teacher and
Girls’ Performance in Biology
The first objective was to find out the influence of
the biology teacher’ personal characteristics on girl
performance in biology in Borabu Sub County. Students were
asked to respond to biology teacher’s physical characteristics
influence on their performance in biology and they gave
varying responses towards the same. The results are shown
and subsequently discussed table 7.
Table 7: Personal Characteristics of the Biology Teacher and Girls’
Performance
SA A DN D SD
Teacher pays
attention in explaining details in
a topic
4(28.6%) 9(32.2%) 1(7.1%) 0(00.0%) 0(00.0%)
Teacher ensures that I do my biology
assignment in an
orderly way
6(28.9%) 7(50.0%) 0(00.0%) 1(7.1%) 0(00.0%)
Teacher shows
interest in me and my
work
3(27.8%) 9(32.2%) 2(7.1%) 0(00.0%) 0(00.0%)
Teacher understands
my feelings 4(28.6%) 6(28.9%) 4(28.6%) 0(00.0%) 0(00.0%)
Teacher has a soft heart on me
6(28.9%) 3(27.8%) 3(7.1%) 1(7.1%) 1(7.1%)
Teacher takes time
with me (student) 6(28.9%) 7(50.0%) 1(00.0%) 0(00.0%) 0(00.0%)
Teacher does not get
irritated easily 3(27.8%) 9(32.2%) 2(7.1%) 0(00.0%) 0(00.0%)
n=14
From the findings, 13(88.2%) teacher respondents
agreed that teacher pays attention in explaining details in a
topic, while 1(7.1%) agreed don’t know if teacher pays
attention in explaining details in a topic. On the same note,
13(88.2%) respondents agreed that teacher ensures that they
do their biology assignment in an orderly way, while 1(7.1%)
disagreed. Moreover, 12(85.7%) respondents agreed that the
teacher shows interest in them and their work, while 2(7.1%)
agreed that don’t know that the teacher shows interest in them
and their work. On whether teacher understands their feelings,
10(71.4%) agreed, while 4(28.6%) don’t know whether
teacher understands their feelings.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 292
On the other hand, 9(32.2%) respondents agreed that
the teacher has a soft heart on them, 3(7.1%) don’t know
whether teacher has a soft heart on them, while 2(23.3%) of
the respondents disagreed that the teacher has a soft heart on
them. Regarding whether teacher takes time with them
(student), 13(88.2%) respondents agreed, 1(00.0%) don’t
know whether teacher takes time with them. On the same
note, 12(85.7%) respondents agreed that teacher does not get
irritated easily, 2(23.3%) don’t know whether teacher does not
get irritated easily.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
4.8 Female Biology Teachers’ physical characteristics and
Girl Performance in Biology
The second objective was to establish the influence
of biology teachers’ physical characteristics on girl
performance in biology in Borabu Sub county. Students were
asked to respond the influence of biology teachers teaching
methodology on girl performance in biology and they gave
varying responses towards the same. The results are shown
and subsequently discussed table 8.
Table 8: Biology Teachers’ Physical Characteristics and Girl Performance in Biology
SA A DN D SD
Smartly dressed and
looking sharp 4(28.6%) 9(32.2%) 1(7.1%) 0(00.0%) 0(00.0%)
The style of walking 6(28.9%) 7(50.0%) 0(00.0%) 1(7.1%) 0(00.0%)
The style of talking 3(27.8%) 9(32.2%) 2(7.1%) 0(00.0%) 0(00.0%)
Use of make-ups (use
perfumes, ointments) 4(28.6%) 6(28.9%) 4(28.6%) 0(00.0%) 0(00.0%)
The teachers hairstyle 6(28.9%) 3(27.8%) 3(7.1%) 1(7.1%) 1(7.1%)
n=14
From the findings, 13(88.2%) respondents agreed
that biology teacher is smartly dressed and looking sharp,
1(7.1%) don’t know that biology teacher is smartly dressed
and looking sharp. On the same note, 13(88.2%) respondents
agreed with teacher ensures the style of walking, while
1(7.1%) disagreed that they like teacher style of walking.
Moreover, , 13(88.2%) respondents agreed with the teacher
style of talking, while 2(7.1%) agreed that don’t know
whether they like teacher style of talking.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
On whether they like teacher’s use of make-ups (use
perfumes, ointments), 10(71.4%) agreed, while 4(28.6%)
don’t know whether they like teacher’s use of make-ups (use
perfumes, ointments). Moreover, 9(32.2%) respondents
agreed that the teacher has a soft heart on them, 3(7.1%) don’t
know whether the teacher has a soft heart on them.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
4.9 Biology Female Teachers’ Teaching Methodologies and
Girl Performance in Biology
The third objective was to investigate female biology
teachers’ teaching methodology influences on girls’
performance in biology in Borabu Sub county. Students were
asked to respond to personal factors female students view in
biology teachers that influences their performance in biology
and they gave varying responses towards the same. The
results are shown and subsequently discussed table 9.
Table 9: Biology Teachers Teaching Methodology and Girl Performance in
Biology
Great Moderate None
Question and answer method 8(57.1%) 6(42.9%) 0(00.0%)
Explanation of procedures 11(78.6%) 3(27.3%) 0(00.0%)
Giving lesson notes 6(42.9%) 8(31.1%) 0(00.0%)
Engage us in practical work 12(85.7%) 2(27.8%) 0(00.0%)
Lecture us in class 0(00.0%) 5(35.7%) 9(32.2%)
Conduct class discussions 10(71.4%) 4(28.6%) 0(00.0%)
n=14
From the findings, 8(57.1%) of the respondents
agreed that teacher question and answer method is great,
while 6(42.9%) agree it is moderate, while 0(00.0%). On the
same note, 11(78.6%) respondents agreed explanation of
procedures is great, while 3(27.3%) agreed that explanation of
procedures is moderate. Moreover, 6(42.9%) respondents
agreed with the teacher giving lesson notes as great, while
8(31.1%) agreed that teacher giving lesson notes is moderate.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
From the findings, 12(85.7%) agreed that engage
them in practical work is great, while 2(27.8%) agreed that
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 293
teacher’s engage them in practical work is moderate. On the
same note, 5(35.7%) respondents agreed with lecture in class
is moderate, while 9(32.2%) agreed that with lecture in class
with none. Moreover, 10(71.4%) respondents agreed with the
conduct of class discussions is great, while 4(28.6%) agreed
that the conduct of class discussions is moderate.
The findings are in line with Holmund & Sund
(2005) increasing evidence also shows that the gender gap in
school performance is closing in on Mathematics and Science.
One of the possible reasons for this is where teachers are role
models for students. If students identify themselves more with
same sex role models, it is possible that performance will be
enhanced when students have a teacher of their own gender.
4.10 Regarding suggestions on what can be done to improve
girls performance in girls
Respondents were asked to suggestions on what can
be done to improve girls performance in girls in biology in
Borabu Sub county. Involve in biology practical work,
motivation, make practical apparatus enough, and conduct
contests with other schools in order to improve performance,
female teachers to teach the girls to break the notion that
sciences are well understood by males only, teachers
encourage students without ceasing, female teacher should be
smartly dressed, looking sharp, explain procedures, integrate
practical work and conduct class discussions to improve girls
performance and more practical lessons to make girls more
familiar with procedures and instructions.
V. SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
This chapter presents the summary, conclusion and
recommendations of the study findings on the influence of
female teachers on girls performance in biology in KCSE in
public secondary schools in Borabu Sub County, Nyamira
County Kenya.
5.2 Summary
This study aimed at finding find out the influence of
female teachers on girls performance in biology in KCSE in
public secondary schools in Borabu Sub county, Nyamira
County Kenya. Specifically, the study sought to: To find out
the influence of the biology teacher’ physical characteristics
on girl performance in biology in Borabu Sub county, to
establish the influence of biology teachers teaching
methodology on girl performance in biology in Borabu Sub
county and to investigate personal factors female students
view in biology teachers that influences their performance in
biology in Borabu Sub county, Nyamira County- Kenya. The
study employed descriptive research design with both
qualitative and quantitative research approaches. Data was
collected from 104 teachers using a semi-structured
questionnaire.
The first objective was to find out the influence of
the biology teacher’ physical characteristics on girls’
performance in biology in Borabu Sub County. From the
findings, majority of the respondents 54(60.0%) agreed that
teacher pays attention in explaining details in a topic,
52(55.6%) agreed that teacher ensures that they do their
biology assignment in an orderly way, while 24(26.6%)
disagreed that that teacher ensures that they do their biology
assignment in an orderly way. Moreover, 52(55.6%)
respondents agreed that the teacher shows interest in them and
their work, 10(11.1%) don’t know, 54(60.0%) disagreed,
15(17.7%) don’t know whether teacher understands their
feelings, 54(60.0%) respondents agreed that the teacher has a
soft heart on them, 52(55.6%) respondents agreed, while
50(55.6%) respondents agreed that teacher does not get
irritated easily.
The second objective was to establish the influence
of biology teachers teaching methodology on girl performance
in biology in Borabu Sub County. From the findings,
56(60.0%) respondents agreed that biology teacher is smartly
dressed and looking sharp, 50(55.6%) agreed with teacher
ensures the style of walking, 50(55.6%) respondents agreed
with the teacher style of talking, 10(11.1%) don’t know
whether they like teacher style of talking, while 25(27.7%)
disagreed that they like teacher style of talking. On whether
teacher understands their feelings, 54(60.0%) agreed that they
like teacher’s use of make-ups (use perfumes, ointments),
while 54(60.0%) respondents agreed that they like the
teachers hairstyle, 15(17.7%) don’t know whether they like
the teachers hairstyle, while 21(23.3%) disagreed that they
like the teachers hairstyle.
The third objective was to investigate personal
factors female students view in biology teachers that
influences their performance in biology in Borabu Sub
County. From the findings, 8(57.1%) of the respondents
agreed that teacher question and answer method is great,
11(78.6%) respondents agreed explanation of procedures is
great, 6(42.9%) respondents agreed with the teacher giving
lesson notes as great, while 8(31.1%) agreed that teacher
giving lesson notes is moderate. From the findings,
12(85.7%) agreed that engage them in practical work is great,
while 9(32.2%) agreed that with lecture in class with none.
Moreover, 10(71.4%) respondents agreed with the conduct of
class discussions are great.
Regarding teachers responses, From the findings,
majority 13(88.2%) of teacher respondents agreed that teacher
pays attention in explaining details in a topic, 13(88.2%)
agreed that teacher ensures that they do their biology
assignment in an orderly way, 12(85.7%) respondents agreed
that the teacher shows interest in them and their work, while
10(71.4%) agreed that teacher understands their feelings. On
the other hand, 9(32.2%) respondents agreed that the teacher
has a soft heart on them, 13(88.2%) respondents agreed that
teacher takes time with them(student), 12(85.7%) agreed that
teacher does not get irritated easily, while 13(88.2%) agreed
International Journal of Research and Innovation in Social Science (IJRISS) |Volume III, Issue VIII, August 2019|ISSN 2454-6186
www.rsisinternational.org Page 294
that biology teacher is smartly dressed and looking sharp. On
the same note, 13(88.2%) respondents agreed with teacher
ensure the style of walking, and 13(88.2%) respondents
agreed with the teacher style of talking. On whether they like
teacher’s use of make-ups (use perfumes, ointments),
majority, 10(71.4%) agreed.
On the same note, 11(78.6%) respondents agreed
explanation of procedures is great, 6(42.9%) respondents
agreed with the teacher giving lesson notes as great, while
8(31.1%) agreed that teacher giving lesson notes is moderate.
Moreover, 12(85.7%) agreed that engage them in practical
work is great, 5(35.7%) respondents agreed with lecture in
class is moderate, 9(32.2%) agreed that with lecture in class
with none, while 10(71.4%) respondents agreed with the
conduct of class discussions is great.
5.3 Conclusion
Basing on the findings, the study concluded that
female teachers influence girls performance in biology in
KCSE in public secondary schools in Borabu Sub county and
therefore there is need to employ more so as to improve girls
performance in biology.
Recommendation
Based on the study findings, the researcher
recommends the following;
The government through the Ministry of Education should
employ more biology female teachers in order to encourage
girls to work hard in the subject and do better in it.
The schools through the board of management
(BOM) should employ more female biology teachers in their
schools in order to encourage girls in their schools to do better
in the subject like their female teachers.
Parents should encourage their daughters to take
biology and other sciences at school and consult their teachers
in order to encourage them to do well in the subject.
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